Convention on the Elimination of All Forms of Discrimination against Women (
            <scp>CEDAW</scp>
            )

Cole, Wade M.

doi:10.1002/9781118663219.wbegss274

Cited by 20 publications

(3 citation statements)

References 6 publications

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“…This situation often arises in countries with fragile constitutional and legal systems 3,4 that are struggling with women's rights. [5][6][7] To the best of our knowledge, no studies have yet been conducted to investigate the issue of consent from the extended family before a woman can undergo an emergency cesarean delivery.…”

mentioning

confidence: 99%

A mixed‐methods study of maternal near miss and death after emergency cesarean delivery at a referral hospital in Somaliland

Abdillahi

Hassan

Kiruja

et al. 2017

Intl J Gynecology & Obste

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mentioning

confidence: 99%

A mixed‐methods study of maternal near miss and death after emergency cesarean delivery at a referral hospital in Somaliland

Abdillahi

Hassan

Kiruja

et al. 2017

Intl J Gynecology & Obste

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“…The absence of national and international regulatory frameworks is not the source of the gendered problems in Peru. The country is a signatory to several global gender and human rights conventions and statutes, including the Convention on the Elimination of All Forms of Discrimination Against Women CEDAW -1979(Cole, 2016, the Inter-American Convention on the Prevention, Punishment, and Eradication of Violence against Women at Belém do Pará in 1994, andthe Rome International Statute (2001). Furthermore, the Peruvian government endorsed the findings of the International Conference on Population and Development at Cairo in 1994 and the Fourth World Conference on Women at Beijing in 1995.…”

Section: Women and Miningmentioning

confidence: 99%

Peasant women and the gendered inequalities in the industry of mining

Mesquita,

Larsimont,

Xavier

et al. 2023

Rev. katálysis

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The mining industry in Peru - as well as in many resource-rich countries of the global South - is of great economic and social importance, particularly in remote regions where mineral deposits are often located. The academic literature has so far neglected analysing how women in these regions are affected by the industry. As such, it is relevant to study the gendered conflict surrounding the activity and invisibility of women in the mining industry, as well as their proposals, demands, and needs, with a focus on environmental and social concerns. This study analysed the experiences of peasant women from Peruvian Andes communities in environmental governance processes in mining contexts as they sought to exercise their citizenship within the mining industry and public spaces. Using a qualitative approach involving a focus group and panel discussions, the experiences and perceptions of the women who are part of the participatory environmental monitoring and surveillance committees (PEMSC) were considered. This paper highlights gendered inequalities concerning the benefits of mining, the process of change in the social dynamics of mining communities, and political claims for a better social arrangement, with social, political, economic, and ecological considerations from the women’s point of view.

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“…It further demands that all legal instruments that perpetuate discrimination be abolished (Cole, 2016;Mark, Kittilson, & Sandholtz, 2006).…”

Section: Introductionmentioning

confidence: 99%

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Allu

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The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.

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Convention on the Elimination of All Forms of Discrimination against Women ( CEDAW )

Cited by 20 publications

References 6 publications

A mixed‐methods study of maternal near miss and death after emergency cesarean delivery at a referral hospital in Somaliland

A mixed‐methods study of maternal near miss and death after emergency cesarean delivery at a referral hospital in Somaliland

Peasant women and the gendered inequalities in the industry of mining

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

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